I posted this under the Teachers/Environment Thread, in response to the entry made by Sandra, but feel it belongs in this thread also.
It seems to me that the delivery of instruction is in many ways dependent upon the structure of the classroom, which is inextricably linked to our system of education. The result is that efforts to implement major changes in either delivery or structure places us in a situation where we have little control. We are faced with the dilemma of bringing change to an educational system that is rigid and constraining. It appears to me that it would behoove us to identify those areas of our system that allow flexibility and concentrate on making positive changes that are applicable. We cannot change the bricks and mortar, nor the laws and edicts of the state, but we can, and must, change those things within our control.
I agree with you Sam. We cannot change several things, but we can change ourselves. We must be the change that we want to see in others. If we want to see learning communities come alive, we have to begin the educational process. How will we change what happens in the school structure to support the beliefs that all students can learn but in several different ways? How will we as the change agents begin this challenging process?
This process is and will continue to be a challenge every day. I feel there is strength in numbers. As leaders, we must seek out the others within our existing systems that have the same beliefs and passion of providing a learning community that fosters achievement for all students.
You know how Dr. Phil always points out that people don't change their behavior because they must be getting some payoff (reinforcement) for the behavior...because it's "working for them?"
The structure of school is far more organized around the "payoff" for the adults than the students. By that, I refer to the way time, content, financial resources, etc. are organized. So long as the adults in the system cannot see that there is a greater "payoff" for them by creating another reality, then they will always resist the types of fundamental changes we're bound to start talking about.
I'm not much for formulaic, canned approaches to "organizational change," but I think Kotter is onto something...all this business about a sense of urgency for change, a guiding coalition, consolidating short-term wins for more change...those are some things I think leaders like us should be considering when we think about moving the "professional learning communities" needle.
Why should the adults in school be compelled to change the structure of the institution--what's the urgency?
Who are the "early adopters" who also hold sway over the opinions of others who might help them see the beauty of change--the guiding coalition?
What are the little victories along the way that need to be planned, not accidental, that will continue to inspire the adults in the system to keep moving toward the light--the short-term wins?
People change one at a time, not in herds...and unless we enroll others in our "movement," we're not going to succeed.
Thanks for all of the interesting and thought provoking posts. How will we compell others to join our movement? We have to have "trailblazers" at each level of stakeholders within the district to begin the movement. So where do we begin? How do we convince everyone that individual students learn in a variety of ways?
Lezotte states that we should dedicate the vision and mission of "learning for all." We should also take on the commitment of Whatever it Takes! How do we create a cultural shift of learning as the central purpose of schools.
An important shift must happen in the schools. Teachers must be clear and consistent regarding what they expect students to learn in each course, grade level, and level of instruction. Schools must frequently gather evidence of each student's lerning through mulitple forms of collaboratively developed assessments. Staff must also develop plans to identify students having difficulty and provide time and support for learning in a systmeic way.
Lozette states that a school's conviction must be that a school exists not to provide students with a place in which they are taught, but rather to provide hem with a place that ensures that students learn.
When we as educators comem to embrace purpose and honestly confront the brutal facts about the current reality in the district and each school, decisions about what to do and what to stop doing become evident. Who is willing to take on the brutal facts?
All policies, programs, and practices that encourage learning should be embraced. All that interfere with learning, should be discarded. Now that's reality!
I am currently watching Nightline….. President Obama was questioned about his ability/strategies to rally the public behind his campaign. Mr. Obama spoke of the “leadership bubble” that carried the campaign. The mission of his team was to cultivate relationships with the public. This is a direct correlation of our leadership within our communities. We must consistently strive to cultivate relationships with our staff, students and parents to ensure that our shift to professional learning communities is successful.
You are so right, Kelly! Relationships play a key role in whether people will join the journey.Teachers work harder when they feel valued. Students perform better when they feel validated through relationships. Parents trust schools and administrators more when they feel that their relationship with the school is worth having! We have to move from the factory model of shipping and receiving to systems which enhance student and teacher leaders. Does anyone remember their favorite teacher? Why? Probably because he/she made you feel special and showed that they cared. That caring probably led to a relationship which made you successful today!
How do we ensure that relationships are part of the model of transformation?
You are all so right! Relationships and communication are crucial in fueling the catalyst for change. The time has come to do more than just profess about what is right for children, it's time to put those plans in place. In addition to guiding change, we must hold ourselves accountable for sustaining it. Learning communities must be committed to meaningful school reform that targets continuous learning and improvement. The common misguided mindset is that all I have to do is get them through "my science class." The pervasive question at hand must be, "How will I make he/she stronger and far more knowledgeable than they were when they came to me?" Raising the bar, not just for the struggling, but for the successful as well. Student learning for ALL.
We are such a talented group of individuals! As we discussed in class, we have to design for our customers in CCISD. How often do we get caught trying to apply methodologies and beliefs from other countries to students in our districts? Are we looking for a quick fix or are we afraid of making the transformation ourselves?
I posted this under the Teachers/Environment Thread, in response to the entry made by Sandra, but feel it belongs in this thread also.
ReplyDeleteIt seems to me that the delivery of instruction is in many ways dependent upon the structure of the classroom, which is inextricably linked to our system of education. The result is that efforts to implement major changes in either delivery or structure places us in a situation where we have little control. We are faced with the dilemma of bringing change to an educational system that is rigid and constraining. It appears to me that it would behoove us to identify those areas of our system that allow flexibility and concentrate on making positive changes that are applicable. We cannot change the bricks and mortar, nor the laws and edicts of the state, but we can, and must, change those things within our control.
I agree with you Sam. We cannot change several things, but we can change ourselves. We must be the change that we want to see in others. If we want to see learning communities come alive, we have to begin the educational process. How will we change what happens in the school structure to support the beliefs that all students can learn but in several different ways? How will we as the change agents begin this challenging process?
ReplyDeleteThis process is and will continue to be a challenge every day. I feel there is strength in numbers. As leaders, we must seek out the others within our existing systems that have the same beliefs and passion of providing a learning community that fosters achievement for all students.
ReplyDeleteYou know how Dr. Phil always points out that people don't change their behavior because they must be getting some payoff (reinforcement) for the behavior...because it's "working for them?"
ReplyDeleteThe structure of school is far more organized around the "payoff" for the adults than the students. By that, I refer to the way time, content, financial resources, etc. are organized. So long as the adults in the system cannot see that there is a greater "payoff" for them by creating another reality, then they will always resist the types of fundamental changes we're bound to start talking about.
I'm not much for formulaic, canned approaches to "organizational change," but I think Kotter is onto something...all this business about a sense of urgency for change, a guiding coalition, consolidating short-term wins for more change...those are some things I think leaders like us should be considering when we think about moving the "professional learning communities" needle.
Why should the adults in school be compelled to change the structure of the institution--what's the urgency?
Who are the "early adopters" who also hold sway over the opinions of others who might help them see the beauty of change--the guiding coalition?
What are the little victories along the way that need to be planned, not accidental, that will continue to inspire the adults in the system to keep moving toward the light--the short-term wins?
People change one at a time, not in herds...and unless we enroll others in our "movement," we're not going to succeed.
Thanks for all of the interesting and thought provoking posts. How will we compell others to join our movement? We have to have "trailblazers" at each level of stakeholders within the district to begin the movement. So where do we begin? How do we convince everyone that individual students learn in a variety of ways?
ReplyDeleteLezotte states that we should dedicate the vision and mission of "learning for all." We should also take on the commitment of Whatever it Takes! How do we create a cultural shift of learning as the central purpose of schools.
An important shift must happen in the schools. Teachers must be clear and consistent regarding what they expect students to learn in each course, grade level, and level of instruction. Schools must frequently gather evidence of each student's lerning through mulitple forms of collaboratively developed assessments. Staff must also develop plans to identify students having difficulty and provide time and support for learning in a systmeic way.
Lozette states that a school's conviction must be that a school exists not to provide students with a place in which they are taught, but rather to provide hem with a place that ensures that students learn.
When we as educators comem to embrace purpose and honestly confront the brutal facts about the current reality in the district and each school, decisions about what to do and what to stop doing become evident. Who is willing to take on the brutal facts?
All policies, programs, and practices that encourage learning should be embraced. All that interfere with learning, should be discarded. Now that's reality!
I am currently watching Nightline….. President Obama was questioned about his ability/strategies to rally the public behind his campaign. Mr. Obama spoke of the “leadership bubble” that carried the campaign. The mission of his team was to cultivate relationships with the public. This is a direct correlation of our leadership within our communities. We must consistently strive to cultivate relationships with our staff, students and parents to ensure that our shift to professional learning communities is successful.
ReplyDeleteYou are so right, Kelly! Relationships play a key role in whether people will join the journey.Teachers work harder when they feel valued. Students perform better when they feel validated through relationships. Parents trust schools and administrators more when they feel that their relationship with the school is worth having! We have to move from the factory model of shipping and receiving to systems which enhance student and teacher leaders. Does anyone remember their favorite teacher? Why? Probably because he/she made you feel special and showed that they cared. That caring probably led to a relationship which made you successful today!
ReplyDeleteHow do we ensure that relationships are part of the model of transformation?
Build it and they will come.
ReplyDeleteYou are all so right! Relationships and communication are crucial in fueling the catalyst for change. The time has come to do more than just profess about what is right for children, it's time to put those plans in place. In addition to guiding change, we must hold ourselves accountable for sustaining it. Learning communities must be committed to meaningful school reform that targets continuous learning and improvement. The common misguided mindset is that all I have to do is get them through "my science class." The pervasive question at hand must be, "How will I make he/she stronger and far more knowledgeable than they were when they came to me?" Raising the bar, not just for the struggling, but for the successful as well. Student learning for ALL.
ReplyDeleteWhat is accountability? How will we know when everyone feels that they are accountable? What will be the evidence of the accountability?
ReplyDeleteWe are such a talented group of individuals! As we discussed in class, we have to design for our customers in CCISD. How often do we get caught trying to apply methodologies and beliefs from other countries to students in our districts? Are we looking for a quick fix or are we afraid of making the transformation ourselves?
ReplyDelete